Auditory Impairment

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AUDITORY IMPAIRMENTTeaching Pupils with Deafness


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Introductions

Auditory impairment is also referred to as

Deafness, hearing impairment, or hearing

loss is a partial or total inability to hear. any pupil with auditory impairment is at a

distinct disadvantage in virtually all aspects of

the language development. Pupils with auditory impairment tend to face

problems in learning, so do the teacherswho

teach them.


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Levels of Auditory Impairment

Slight

Mild

Marked

Severe

Extreme

71 to 90 dB (ISO)

56 to 70 dB (ISO)

41 to 55 dB (ISO)

27 to 40 dB (ISO)

91 dB or more (ISO)

Speech

Frequencies


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Statement of the problem

Challenges faced by special needs teachers in teaching pupilswith deafness

The perceived competency of special needs teachers of deafpupils

The purpose of this surveyTo provide suggestions on how to overcome the challengesfaced by special needs teachers in teaching pupils with

deafness

Significant of the survey


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There are even certain misconceptionsin defining deaf.

It is wrong to relate deafness in a

person to being mute as well. Literacy performance as well as social-

emotional development of deaf pupils.

There are two types of education forthe deaf which are mainstreamandinclusion.

both mainstream and inclusiveeducation face various forms ofchallenges in teaching deaf pupils.

Literature

Review


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A survey of five demographicquestions and ten information

seeking questions was constructedand distributed to 7 different schools

in the Johor Bahru and Kulaijaya.

Participants in this study were arandom sample of 20 teachers, all of

whom females at ten Sekolah

Kebangsaan (SK) schools withs ecial needs classes.

Design and Methodology


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Discussionand Recommendation

It is advisable that teachers teachingspecial needs to be well equippedwith the knowledge of both spoken

(written) language or sign language. The use of cued speech should be

encouraged in teaching deaf pupils asit is able to solve the literacy problemfor most deaf pupils.

Instructional materialsused inteaching deaf pupils are indeed

necessary to enhance their learning.


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Discussionand Recommendation

In the form of curriculum, most

participants found that the curriculum

is too rigid leaving little flexibility

for adaptations for teachers to try outnew approaches.

Inclusionprograms are supposed to

provide all students with access to achallenging, engaging and flexible

curriculum that helps them to be

successful in a society.


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Discussion and Recommendation

Future studies on this survey be

accompanied by observationsof the

participants during teaching and

learning lessons.

The gender of the participants be

varied in order to avoidbiasness of

only a particular genders opinions.

a detailedset of survey questions

focusing especially on the challenges

and the materials used in teaching.


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APPENDIXES

A Comprehensive Plan for Hearing Impaired Children in Illinois. (May 1968). Retrieved

from http://files.eric.ed.gov/fulltext/ED026765.pdf

Adoyo, P. O. (2007). Educating Deaf Children in an Inclusive Setting in

Kenya:Challenges and Considerations. Electronic Journal for Inclusive Education, 2 (2).

Retrieved from http://www.cehs.wright.edu/resources/publications/ejie/ Winter_Spring

_08/Inclusive_education_2_D.htm

Chua, T. T. & Koh, B. B. (1992). Pendidikan Khas dan Pemulihan: Bacaan Asas. KualaLumpur: Dewan Bahasa dan Pustaka.

Hallahan, D. P. & Kauffman, J. M. (1994). Exceptional Children: Introduction to Special

Education (6thed.). Masssachusetts: Allyn and Bacon.

HearingLikeMe. (2014). Teaching a Child with Hearing Loss. Retrieved from website,

http://www.hearinglikeme.com/learning/teachers/teaching-child-hearing-loss

Jefferys, A. (2014). Deaf Education: Mainstream vs. Inclusion. Retrieved from

http://everydaylife.globalpost.com/deaf-education-mainstream-vs-inclusion-15962.html
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Musengi, M., & Chireshe, R. (2012). Inclusion of deaf students in mainstream rural

primary schools in Zimbabwe: Challenges and opportunities. Studies of Tribes and TribalsJournal, 10 (2), 107-116. Retrieved from http://www.krepublishers.com/02-

Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-

PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdf

Salend, S.J. (2005). Creating Inclusive Classrooms: Effective and Reflective Practices for

All Students (5th ed.). Upper Saddle River, N.J: Prentice Hall.

The National Deaf Childrens Society. (2004). Deaf Friendly Teaching. Retrieved fromhttp://abcofworkingwithschools.files.wordpress.com/2010/06/deaf_friendly_teaching_xndcsx.p

df

Wikipedia. (2014). Hearing Loss. Retrieved from website,

http://en.wikipedia.org/wiki/Hearing_loss
http://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://abcofworkingwithschools.files.wordpress.com/2010/06/deaf_friendly_teaching_xndcsx.pdfhttp://abcofworkingwithschools.files.wordpress.com/2010/06/deaf_friendly_teaching_xndcsx.pdfhttp://en.wikipedia.org/wiki/Hearing_losshttp://en.wikipedia.org/wiki/Hearing_losshttp://abcofworkingwithschools.files.wordpress.com/2010/06/deaf_friendly_teaching_xndcsx.pdfhttp://abcofworkingwithschools.files.wordpress.com/2010/06/deaf_friendly_teaching_xndcsx.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-Web/T%20&%20T-10-02-000-12-Abst-PDF/S-T&T-10-2-107-12-279-Musengi-M/S-T&T-10-2-107-12-279-Musengi-M-Tt.pdfhttp://www.krepublishers.com/02-Journals/T%20&%20T/T%20&%20T-10-0-000-12-We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Prepared By:

NURZIANA BINTI ROSLI

2011731177


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END OF SLIDES

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